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Arxiv / №10 · 2026 / Maqola
13.00.00 – PEDAGOGIKA FANLARI

TALABALARDA TADQIQOT KO‘NIKMALARINI “BILIM–KO‘NIKMA–MALAKALAR–KOMPETENSIYA” ZANJIRI ASOSIDA TIZIMLASHTIRISH METODIKASI

Annotatsiya
O'ZBEKCHA

Maqolada oliy ta’lim talabalarining tadqiqot ko‘nikmalarini bilim, ko‘nikma, malaka-lar va kompetensiyaning izchil, o‘zaro bog‘liq pedagogik zanjiri asosida tizimlashtirish metodikasi nazariy va amaliy jihatdan asoslanadi. Tadqiqot muammosi, ilmiy manbalar tahlili hamda kompetensiyaviy yonda-shuvga tayanib, tadqiqotchilik faoliyatini rivojlantirishning to‘rt tarkibiy darajasi va besh didaktik bosqichi taklif etilgan. Mualliflik metodikasida muammoli topshiriqlar, tadqiqot portfeli, ma’lumotlarni tahlil qilish, refleksiya va transfer mexanizmlarining vazifalari aniqlashtirilgan.

Kalit so'zlar: tadqiqotchilik kompetensiyasi, bilim, ko‘nikma, malaka, kompetensiyaviy yondashuv, ilmiy izlanish, didaktik ketma-ketlik, refleksiya, tadqiqot portfeli, baholash mezoni.
РУССКИЙ

В статье теоретически обоснована методика систематизации исследователь-ских умений студентов на основе последовательной взаимосвязи знаний, умений, навыков и компе-тенции. Предложены уровни становления исследовательской деятельности, дидактические эта-пы, исследовательские задания, портфолио и рефлексивные инструменты

Ключевые слова: исследовательская компетенция, знания, умения, навыки, компетентност-ный подход, исследовательская деятельность, дидактическая последовательность, рефлексия, портфолио.
ENGLISH

This article substantiates a methodology for systematizing university students’ research skills through a progressive relationship between knowledge, skills, stable proficiency and competence. Drawing on a critical review of pedagogical literature and a competence-based approach, it presents four interrelated developmental levels and five didactic stages. The proposed methodology combines problem-based tasks, research portfolios, evidence analysis, reflection and transfer to new research situations

Keywords: research competence, knowledge, skills, proficiency, competence-based approach, research activity, didactic progression, reflection, portfolio, assessment criteria
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Foydalanilgan adabiyotlar

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